Watch and discuss Natural Disasters.
Click here to watch the video.
4th Grade Science Assignments
- Instructors
- LeAnn Moore
- Lily Bunch
- Term
- 2022-2023
- Department
- 4th Grade
- Description
-
4.PS4.1 Use a model of a simple wave to explain regular patterns of amplitude, wavelength, and direction.Students will take a quiz on edulastic.
Upcoming Assignments
No upcoming assignments.
Past Assignments
Due:
Social Studies
Andrew Jackson's Presidency
Due:
War of 1812
For the remainder of the 9 weeks, we will not have Science class. Instead, we will have a Social Studies focus.
Today, we will study the War of 1812.
Due:
Review
Students will complete an online review of Science standards.
https://create.kahoot.it/share/4th-grade-science-review/0b54cdea-8b22-40bf-9597-1142cfd17f85
Due:
No School - Easter Break
No School - Easter Break
Due:
Renewable and Non-Renewable resources
Students will take a test on Renewable and Nonrenewable Resources.
Due:
Renewable and Non-Renewable resources
Students will watch and discuss "Renewable and Nonrenewable Resources" and will take the online quiz for a daily grade.
Due:
Renewable and Non-Renewable resources
Read and discuss "Renewable and Non-renewable Resources" article from Generation Genius.
Students will answer questions from article for a daily grade.
Due:
Natural Resources
Students will complete "Natural Resources" on Edulastic for a daily grade.
Due:
Renewable and Non-Renewable resources
Students will finish the video and complete an activity on Water Energy exploring the advantages and disadvantages of water energy.
Due:
Renewable and Non-Renewable resources
Students will continue the video and complete a sun energy activity exploring the advantages and disadvantages of sun energy.
Due:
Renewable and Non-Renewable resources
Students will watch a video and complete a wind energy activity exploring the benefits and disadvantages of wind energy.
Due:
Second Step Lesson - No Science Class
Second Step Lesson
Due:
Second Step Lesson - No Science Class
Second Step Lesson - No Science Class
Due:
Natural Disasters
Spiral Review Day/Make-up Tests
Due:
Spiral Review Day/Make-up Tests
Spiral Review Day/Make-up Tests
Due:
Natural Disasters
Natural Disasters Test
Due:
Natural Disasters
4.ESS2.2 - Interpret maps to determine that the location of mountain ranges, deep ocean trenches, volcanoes, and earthquakes occur in patterns.
Due:
Natural Disasters
4.ESS2.2 - Interpret maps to determine that the location of mountain ranges, deep ocean trenches, volcanoes, and earthquakes occur in patterns.
Read and Discuss Natural Disasters Article.
Students will answer questions for a classwork grade.
Due:
Third Nine Weeks Science Common Assessment
Third Nine Weeks Science Common Assessment
Due:
Natural Disasters
4.ESS2.2 - Interpret maps to determine that the location of mountain ranges, deep ocean trenches, volcanoes, and earthquakes occur in patterns.
Watch and discuss Natural Disasters.
Click here to watch the video.
Students will complete a video guide while watching the video.
Due:
Natural Disasters
4.ESS2.2 - Interpret maps to determine that the location of mountain ranges, deep ocean trenches, volcanoes, and earthquakes occur in patterns.
Students will work in different stations to explore three different types of natural disasters – volcanoes, earthquakes, and tsunamis. They will learn about the cause of each natural disaster and how humans are working to reduce the impact from these disasters. Specifically, students will discover how to test the effectiveness of different engineering designs created to protect people from natural disasters.
Due:
Earth's Orbit and Rotation Test
Earth's Orbit and Rotation Test
Due:
Second Step Lesson - No Science Class
Second Step Lesson - No Science Class
Due:
Earth's Orbit and Rotation
4.ESS1.2 - Use a model to explain how the orbit of the Earth and sun cause observable patterns: a. day and night; b. changes in length and direction of shadows over a day.
Students will build a sundial that uses Earth's rotation to tell time.
Due:
Earth's Orbit and Rotation
4.ESS1.2 - Use a model to explain how the orbit of the Earth and sun cause observable patterns: a. day and night; b. changes in length and direction of shadows over a day.
Watch and discuss "Earth's Orbit and Rotation" on Generation Genius
Students will complete a guide while watching the video.
Click here to watch the video.
Students will complete an online quiz for a classwork grade.
Due:
Earth's Orbit and Rotation
We did not get to do this lesson last week because it was too cloudy. Hopefully it will be sunny today!
Sunlight, shadows and chalk experiment: Students will record their observations of how their shadow changes during different times of the day.
Due:
Second Step Lesson - No Science Class
Second Step Lesson - No Science Class
Due:
No School (Teacher In-Service)
No School (Teacher In-Service)
Due:
Earth's Orbit and Rotation
4.ESS1.2 - Use a model to explain how the orbit of the Earth and sun cause observable patterns: a. day and night; b. changes in length and direction of shadows over a day.
Earth's Orbit and Rotation
Engage and Elaborate Explore Part of Generation Genius Lesson Plan
Sunlight, shadows and chalk experiment: Students will record their observations of how their shadow changes during different times of the day.
Due:
Weathering and Erosion Test
Weathering and Erosion Test
Due:
Weathering and Erosion
Students will create an erosion model.
Due:
No Science Class
Alternate Schedule
Due:
Second Step Lesson
No Science Class - Second Step Lesson
Due:
Weathering and Erosion
4.ESS1.1 - Generate and support a claim with evidence that over long periods of time, erosion (weathering and transportation) and deposition have changed landscapes and created new landforms.
Watch and discuss "Weathering and Erosion" on Generation Genius
Students will complete a guide while watching the video.
Students will complete the online quiz for a classwork grade in Skyward.
Due:
Weathering and Erosion
4.ESS1.1 - Generate and support a claim with evidence that over long periods of time, erosion (weathering and transportation) and deposition have changed landscapes and created new landforms.
Read and discuss "Weathering and Erosion".
Answer questions for a classwork grade in Skyward.
Due:
Weathering and Erosion
4.ESS1.1 - Generate and support a claim with evidence that over long periods of time, erosion (weathering and transportation) and deposition have changed landscapes and created new landforms.
Students will explore weathering and erosion by completing experiments in 3 different stations: 1) Physical Weathering, 2) Water Erosion and Deposition, and 3) Wind Erosion
Students will answer Focus Questions at each station.
Due:
Second Step Lesson
Second Step Lesson - No Science class
Due:
Review
Kahoot - 4th grade Science Review
Due:
Review
Kahoot - 4th grade Science Review
Due:
Review
Kahoot - 4th grade Science Review
Due:
Test
Natural Disasters Test
Due:
Earth's Orbit and Rotation
4.ESS2.2 - Interpret maps to determine that the location of mountain ranges, deep ocean trenches, volcanoes, and earthquakes occur in patterns.
Read and Discuss Natural Disasters Article.
Students will answer questions for a classwork grade.
Due:
Earth's Orbit and Rotation
4.ESS1: Earth’s Place in the Universe
Use a model to explain how the orbit of the Earth and sun cause observable patterns: a. day and
night; b. changes in length and direction of shadows over a day.
night; b. changes in length and direction of shadows over a day.
Students will build a sundial that uses Earth's rotation to tell time.
Due:
Earth's Orbit and Rotation
Reading Material: Earth's Orbit and Rotation
Read and Discuss article. Answer questions for a classwork grade.
Due:
Earth's Orbit and Rotation
4.ESS1.2 - Use a model to explain how the orbit of the Earth and sun cause observable patterns: a. day and night; b. changes in length and direction of shadows over a day.
Watch and discuss "Earth's Orbit and Rotation" on Generation Genius
Students will complete a guide while watching the video.
Click here to watch the video.
Students will complete an online quiz for a classwork grade.
Due:
Second Step Lesson
No Science - Second Step Lesson
Due:
Earth's Orbit and Rotation
4.ESS1.2 - Use a model to explain how the orbit of the Earth and sun cause observable patterns: a. day and night; b. changes in length and direction of shadows over a day.
Earth's Orbit and Rotation
Sunlight, shadows and chalk experiment: Students will record their observations of how their shadow changes during different times of the day.
Due:
Weathering and Erosion
4.ESS1.1 - Generate and support a claim with evidence that over long periods of time, erosion (weathering and transportation) and deposition have changed landscapes and created new landforms.
Students will complete the Weathering and Erosion test.
Due:
Weathering and Erosion
4.ESS1.1 - Generate and support a claim with evidence that over long periods of time, erosion (weathering and transportation) and deposition have changed landscapes and created new landforms.
Students will create an erosion model.
Due:
Weathering and Erosion
4.ESS1.1 - Generate and support a claim with evidence that over long periods of time, erosion (weathering and transportation) and deposition have changed landscapes and created new landforms.
Read and discuss "Weathering and Erosion".
Answer questions for a classwork grade in Skyward.
Due:
Second Step Lesson
No Science Class - Second Step Lesson
Due:
Weathering and Erosion
4.ESS1.1 - Generate and support a claim with evidence that over long periods of time, erosion (weathering and transportation) and deposition have changed landscapes and created new landforms.
Watch and discuss "Weathering and Erosion" on Generation Genius
Students will complete a guide while watching the video.
Complete online quiz for a classwork grade in Skyward.
Due:
Weathering and Erosion
4.ESS1.1 - Generate and support a claim with evidence that over long periods of time, erosion (weathering and transportation) and deposition have changed landscapes and created new landforms.
Students will explore weathering and erosion by completing experiments in 3 different stations: 1) Physical Weathering, 2) Water Erosion and Deposition, and 3) Wind Erosion
Students will answer Focus Questions at each station.
Due:
Second Step
Second Step Lesson - No Science class
Due:
Food Webs
4.LS2.3 - Using information about the roles of organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web.
Read/discuss: pages 316-317 in Science textbook.
Complete "Everything Has a Purpose" for a classwork grade in Skyward.
Quiz Monday!
Due:
Food Webs
4.LS2.3 - Using information about the roles of organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web.
Due:
Food Chain
4.LS2.2 - Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.
Read and discuss pages 313-315 in the Science textbook. Have students tear out those pages and put in their Science folder when finished.
Students will create a Rainforest Food Chain.
Due:
Herbivores
4.LS2.2 - Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.
Read Herbivore Passage
Complete foldable
Due:
Second Step Lesson - No Science Class
Second Step Lesson - No Science Class
Due:
Herbivores
Read/discuss Herbivores reading passage (handout) and complete Herbivores foldable.
Students can put both in their Science folder when finished.
Due:
Omnivores
Read/discuss Omnivores reading passage (handout) and complete Omnivore foldable.
Due:
Photosynthesis Quiz
4.LS2.1 - Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis.
Photosynthesis Quiz
Due:
Photosynthesis
4.LS2.1 - Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis.
4.LS2.2 - Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.
Finish from yesterday:
Read and discuss pages 299-310 in Science textbook.
Answer questions about the text for a classwork grade.
Due:
Photosynthesis
4.LS2.1 - Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis.
4.LS2.2 - Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.
Photosynthesis
Watch/Discuss video: Photosynthesis
Begin Reading/discussing pages 299-310 in Science textbook.
Due:
Last day before switching to Social Studies
Complete any missing assignments before switching to Social Studies.
Due:
Second Step
Second Step Lesson - No Science class
Due:
Fossils
Fossils quiz
Due:
Fossils and Extinction
4.LS4.1 - Obtain information about what a fossil is and ways a fossil can provide information about the past.
Read and discuss Fossils and Extinction passage.
Students will complete the online quiz.
Due:
Fossils and Extinction
4.LS4.1 - Obtain information about what a fossil is and ways a fossil can provide information about the past.
Watch and discuss: Fossils and Extinction
Students will complete a handout while watching the video.
Due:
No School - Election Day
Enjoy your day!
Due:
Second Step Lesson
Second Step Lesson - No Science Class
Due:
Food Chains and Food Webs Test
4.LS2.1 - Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis.
4.LS2.2 - Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.
4.LS2.3 - Using information about the roles of organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web.
4.LS2.4 - Develop and use models to determine the effects of introducing a species to, or removing a species from, an ecosystem and how either one can damage the balance of an ecosystem.
Food Webs/Food Chains Test
Due:
Food Chains and Food Webs Quiz
4.LS2.2 - Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.
4.LS2.3 - Using information about the roles of organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web.
Food Chain/Food Web quiz
Due:
Food Chains and Food Webs
4.LS2.3 - Using information about the roles of organisms (producers, consumers, decomposers), evaluate how those roles in food chains are interconnected in a food web, and communicate how the organisms are continuously able to meet their needs in a stable food web.
Read and Discuss p. 318 - 319 in textbook
Students will complete "Sum it Up" on page 320.
Due:
Second Step Lesson
Second Step Lesson - No Science class
Due:
Halloween Festivities
Halloween fun
Due:
Food Chain
4.LS2.2 - Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.
Read and discuss pages 313-315.
Students will create their own food chains.
Due:
Photosynthesis Quiz
4.LS2.1 - Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis.
Photosynthesis Quiz
Due:
Photosynthesis
4.LS2.1 - Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis.
4.LS2.2 - Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.
Photosynthesis
Watch/Discuss video: Photosynthesis
Begin Reading/discussing pages 299-310 in Science textbook.
Due:
Photosynthesis
4.LS2.1 - Support an argument with evidence that plants get the materials they need for growth and reproduction chiefly through a process in which they use carbon dioxide from the air, water, and energy from the sun to produce sugars, plant materials, and waste (oxygen); and that this process is called photosynthesis.
4.LS2.2 - Develop models of terrestrial and aquatic food chains to describe the movement of energy among producers, herbivores, carnivores, omnivores, and decomposers.
Finish from yesterday:
Read and discuss pages 299-310 in Science textbook.
Answer questions about the text for a classwork grade.
Due:
Second Step Lesson
Second Step Lesson - No Science Class
Due:
Energy Test
Energy Test
Due:
Energy Transformation
4.PS3.3 - Describe how stored energy can be converted into another form for practical use.
Discuss questions before watching the video.
What is energy?
Is electrical energy the same as or different from the energy it takes to play a game of soccer?
Describe a situation when motion energy is transformed into electrical energy.
Do batteries "produce" or "make" energy?
Have students complete Edpuzzle of Generation Genius video for classwork grade.
Edpuzzle Link: https://edpuzzle.com/media/6237ac623635a642bd215f33
Discuss video using the questions from generation genius.
Due:
Energy Transformation
4.PS3.3 - Describe how stored energy can be converted into another form for practical use.
Review vocabulary words energy and energy transfer.
Play video about energy: https://www.youtube.com/watch?v=Q0LBegPWzrg&t=42s
Show video of the crank flashlight.
https://www.teachertube.com/videos/energy-transformation-hand-crank-flashlight-359659
Read the reading material together as a class and discuss.
Print or write the words “motion energy,” “sound energy,” “light energy,” and “heat energy” on slips of paper. You will need to make enough for one per student. Place the slips in a cup or other container. Have each student draw one slip. Students will get different types of energy. Facilitate a discussion about examples of motion energy, sound energy, light energy, and heat energy. Once students are able to give examples of the form of energy they have drawn from the cup, instruct them to find, or assign them, a partner in one of the other groups. Together, each pair must try to think of an example where the type of energy one represents is transformed to the other. They can share their idea with the class or write it in their science notebook. For example, if a pair consists of heat energy and light energy, the pair may think about reading and staying warm by firelight.
Generation Genius link: https://www.generationgenius.com/videolessons/energy-transfer-video-for-kids/
Due:
Energy Quiz
Energy Quiz
Due:
Second Step
Second Step Lesson - No Science
Energy Quiz tomorrow!
1:15 4H Meeting
Due:
Energy Quiz
Energy Quiz
Due:
Kinetic and Potential Energy
4.PS3.2 - Observe and explain the relationship between potential energy and kinetic energy.
Students will read pages 106-107,111,130-132 and answer questions for a classwork grade in Skyward.
Quiz tomorrow!
Due:
Kinetic and Potential Energy
4.PS3.2 - Observe and explain the relationship between potential energy and kinetic energy.
Students will watch and discuss video about kinetic and potential energy: https://youtu.be/zCKeniklH_c
Due:
Kinetic and Potential Energy
4.PS3.2 - Observe and explain the relationship between potential energy and kinetic energy.
Students will explore potential and kinetic energy by making roller coasters prototypes.
Students will record 3 observations made during the exploration.
Due:
Second Step
Second Step Lesson - No Science class today.
Due:
Energy
4.PS3.1 - Use evidence to explain the cause and effect relationship between the speed of an object and the energy of an object.
Read and discuss "Collisions".
Energy Transfer through Collisions | Science Lesson For Kids | Grades 3-5 (generationgenius.com)
Students will complete the online assessment.
Due:
Energy
4.PS3.1 - Use evidence to explain the cause and effect relationship between the speed of an object and the energy of an object.
Watch/Discuss the Generation Genius Collisions Video:
https://www.generationgenius.com/?share=72E17
Students will create their own rubber band catapult while we discuss the relationship between force and stored energy.
Students will write 3 things they noticed during this experiment.
Due:
Energy
|
4.PS3.1 - Use evidence to explain the cause and effect relationship between the speed of an object and the energy of an object.
Engage: Have students put their hands together and rub back and forth fast. This shows the students how energy is being transferred between the hands (moving objects), creating sound and heat energy. Then show students a video of a slow-motion collision in the context of sports: https://youtu.be/Tqewa6uaWIo
Explain to students that they will be exploring what happens to objects when they collide. They will be observing the motion of the objects before and after collision, and thinking about energy. Students experiment with ramps and balls OR Students build paper roller coasters. Students release marbles down the roller coaster track to understand height energy and energy transfer.
Students will write 3 things they noticed during the experiment. |
Due:
Waves Test
Waves Test
Due:
Review for Waves Test
4.PS4.1 - Use a model of a simple wave to explain regular patterns of amplitude, wavelength, and direction.
4.PS4.2 - Describe how the colors of available light sources and the bending of light waves determine what we see.
.
Review for Waves Test
Due:
Light Reflection and Vision Quiz
4.PS4.2 - Describe how the colors of available light sources and the bending of light waves determine what we see.
Light Reflection and Vision Quiz
Due:
Review Light Reflection and Vision.
4.PS4.2 - Describe how the colors of available light sources and the bending of light waves determine what we see.
Review Light Reflection and Vision.
Due:
Labor Day - No School
Labor Day - No School
Due:
Light Reflection & Vision
4.PS4.2 - Describe how the colors of available light sources and the bending of light waves determine what we see.
Light Reflection and Vision Quiz
Review most commonly missed questions.
Due:
Light Reflection & Vision
4.PS4.2 - Describe how the colors of available light sources and the bending of light waves determine what we see.
Watch/Discuss Generation Genius Light Reflection Video
https://www.generationgenius.com/?share=34F81
Read/Discuss: Light Reflection and Vision
Quiz tomorrow!
Due:
Light Reflection and Vision
4.PS4.2 - Describe how the colors of available light sources and the bending of light waves determine what we see.
Engage:
Have students look in a mirror. What do they see? Themselves. Why? Their sense of vision (eyes and brain) are working with light to be able to see the image of themselves. The shiny smooth surface of the mirror reflects light and we see an image.
Explore:
How do objects affect light? Demonstrate with a piece of construction paper - cut into a triangle or a recognizable shape and tape to a window. Place a piece of plastic (cellophane or laminating paper) in front of the construction paper. Students should be able to see through the cellophane to identify the shape and color of the construction paper. This means almost all light is passing through the cellophane, it is transparent. Remove the cellophane and place a light colored paper over the triangle. (Students should be able to see a dark outline of the triangle). Students can now see the shape but not the color of the triangle - some light is passing through. This is translucent. Then use a solid object like a textbook. You should not be able to see the paper at all - this is opaque. Allow students time to experiment with classroom objects on their own using the window or other sources of light as a backdrop. Students will make a list of things that are transparent, translucent, and opaque.
Due:
Waves
4.PS4.1 Use a model of a simple wave to explain regular patterns of amplitude, wavelength, and direction
In this lesson, students explore the role that air plays in enabling a sound vibration to travel. In the activity, Act Out a Sound, students do two short activities that explore sound vibrations. Students experiment with sound to understand how it moves through the air and then consider what would happen in an environment like space where there is no air.
Students will complete an edulastic quiz for a grade.
Due:
Waves
4.PS4.1 Use a model of a simple wave to explain regular patterns of amplitude, wavelength, and direction.
In this lesson, students learn about the connection between sounds and vibration. In the activity, Paper Cup Telephone, students make telephones using cups and string. Students then modify the design of their telephones using different types of supplies to see if they can improve the sound quality.
Due:
Waves continued
4.PS4.1 Use a model of a simple wave to explain regular patterns of amplitude, wavelength, and direction
Students will read the generation genius material about waves and an additional article about waves.
Students will complete an Edpuzzle for a classwork grade. https://edpuzzle.com/media/6272f56c53318d42a537e15c
Students will watch the generation genius video and discuss as a class. https://www.generationgenius.com/videolessons/wave-properties-video-for-kids/
Students will use jump ropes to observe waves.
Due:
PS4.1 Intro to Waves
Ps4.1 Use a model of a simple wave to explain regular patterns of amplitude, wavelength, and direction
Students will participate in a discussion about waves. They will also conduct an experiment where they make waves in small containers, observing what causes the waves and what makes the waves closer together/farther apart or bigger/smaller.
Students will be introduced to the new vocabulary:
waves - regular patterns of motion that transfer energy
amplitude - height of a wave
wavelength - spacing between crests
crest - the peak of a wave
pitch - created by the frequency of a sound wave
frequency - the number of sound waves that happen in a second
longitudinal wave - when a wave moves forward and back
transverse wave - when a wave moves up and down
Due:
Stored Energy PS3.3
PS3.3 Describe how stored energy can be converted into another form for practical use.
Students will watch a video that discusses energy transfer and answer questions for a classwork grade.
link to edpuzzle:https://edpuzzle.com/media/623b7c32d2d5ee4292661922
Due:
Energy Transfer
PS3.3 Describe how stored energy can be converted into another form for practical use.
Students will discuss different types of energy and how it can be transformed into other types of energy.
Due:
Quiz
4.PS3.1 - Use evidence to explain the cause and effect relationship between the speed of an object and the energy of an object.
4.PS3.2 - Observe and explain the relationship between potential energy and kinetic energy.
Students will complete the energy quiz on edulastic.
Due:
Potential and Kinetic Energy
.PS3.2 - Observe and explain the relationship between potential energy and kinetic energy.
Review potential and kinetic energy as a class. Students will complete the edpuzzle for a classwork grade.
Due:
Collisions
4.PS3.1 - Use evidence to explain the cause and effect relationship between the speed of an object and the energy of an object.
Watch/Discuss the Generation Genius Collisions Video:
https://www.generationgenius.com/?share=72E17
Students will create their own rubber band catapult while we discuss the relationship between force and stored energy.
Due:
Collisions
4.PS3.1 - Use evidence to explain the cause and effect relationship between the speed of an object and the energy of an object.
Watch/Discuss the Generation Genius Collisions Video:
Engage: Have students put their hands together and rub back and forth fast. This shows the students how energy is being transferred between the hands (moving objects), creating sound and heat energy. Then show students a video of a slow-motion collision in the context of sports: https://youtu.be/Tqewa6uaWIo
Explain to students that they will be exploring what happens to objects when they collide. They will be observing the motion of the objects before and after collision, and thinking about energy.
Students build roller coasters. Students release different size marbles or balls down the roller coaster track to understand height energy and energy transfer.
Due:
Collisions
4.PS3.1 - Use evidence to explain the cause and effect relationship between the speed of an object and the energy of an object.
Watch/Discuss the Generation Genius Collisions Video:
Go over vocabulary words: energy, energy transfer, collision. Students will use the Frayer model to define vocabulary. This graphic organizer will be kept in their science folder.
Discuss as a class:
What is energy?
Have you ever collided with someone or something?
What happens during a collision?
Do moving objects have energy?
Why or why not?
Is a bat hitting a baseball an example of a collision? Why or why not?
Following discussion, real aloud the reading material for collisions and discuss as a class.